A

. This study attempted to determine the organizational communication, work motivation, and pedagogical competence of public elementary school teachers in the division of Cabuyao City. Specifically, it investigated the respondents’ level of organizational communication in terms of task-oriented communication and informative communication, level of work motivation in terms of intrinsic and extrinsic, and level of pedagogical competence in terms of knowledge, skills, and professional development. Further, the study probed the relationship between the respondents’ level of organizational communication and pedagogical competence, level work motivation and pedagogical competence, of, level of organizational communication and level of work motivation. Finally, it proved the predictive are level of organizational communication and level of work motivation, taken singly or in combination, of level of pedagogical competence of public elementary school teachers in the Division of Cabuyao City. The study results showed that average weighted mean of 3.60 revealed that the respondents’ level of organizational communication was very high as task oriented communication=3.60 and informative communication=3.59 were very high, an average weighted mean of 3.41 in level of work motivation was very high and revealed also that the respondents’ intrinsic =3.56 and extrinsic=3.25 were very high, and average weighted mean of 3.60 revealed the respondents’ level of pedagogical competence was very high as knowledge=3.63, skills=3.57, and professional development=3.60 were very high. The obtained p-values for task-oriented communication and =0.000 and informative communication= 0.000 were all less the level of significance of 0.01, therefore, significant relationship was observed between the level of organizational communication and level of work motivation. Likewise, the obtained p-values of knowledge, skills and professional development were 0.000 respectively were less the significance of 0.01, therefore, significant relationship was noted in the respondents’ level of organizational communication and pedagogical competence. Lastly, the obtained probability values of 0.000 (intrinsic motivation) and 0.000 (extrinsic motivation) were less the significance of 0.01, consequently, significant relationship was observed in the respondents’ level of work motivation and pedagogical competence.

consisting of a researcher, statistician, and a specialist in the field. The suggestions and recommendations of the panel were incorporated in the draft of the questionnaire. Also, the researcher-made questionnaire underwent a reliability test using Cronbach's Alpha for a thorough validation of the formulated indicators. Result of Reliability test using Cronbach Alpha test were 0.871 for organizational communication, 0.894 for work motivation, and 0.913 for pedagogical competence.
For this descriptive-correlational research study, the questionnaire was thought to be the best data-gathering tool. Prior to data gathering, the researcher asked permission from the Schools Division Superintendent of DepEd Cabuyao City for the distribution of the research instrument. Afterwards, the researcher informed the school heads of the public elementary school teachers to conduct the study and get the total number of teachers in the academic year 2022-2023.
The questionnaires were sent to the respondents online with the use of Google Forms. The respondents were assured of their privacy and confidentiality of information about their identities. The respondents answered the survey questionnaire via google forms voluntarily and privately. The information gathered was tallied and statistically treated using Weighted Mean, Pearson r and Stepwise regression analysis (ANOVA).  Table 1 presents the level of organizational communication of public elementary school teachers in terms of task-oriented communication. As seen in the table, indicator 4 "The directives that come from the principal are clear and consistent that will lead to perform my task efficiently and effectively" was ranked 1 with a weighted mean of 3.71, verbally interpreted as "very high", indicator 3 with a weighted mean of 3. 69, "Most of the meetings I attend are useful for obtaining the information I need to do my job" was ranked 2, verbally interpreted as "very high", and indicator 5 "I receive the information I need to perform my job in a timely manner" with a weighted mean of 3.64 was ranked 3, verbally interpreted as "very high".

III. Results and Discussion
On the other hand, by indicator 2 "In most situations, I receive the information I need to effectively perform my job" was ranked 4 with a weighted mean of 3.57, verbally interpreted as "very high"; indicator 6 "My co-teachers and I readily share important information that is critical to our success", and indicator 7 "The principal value my ideas to reach the organizational goals" both ranked 5.5 and obtained the weighted mean of 3.54, verbally interpreted as "very high"; and lastly indicator 1"Most of the daily communication I receive comes in the form of "directives" from the principal" was ranked 7 with a weighted mean of 3.53 and verbally interpreted as "very high" .
To sum up, the average weighted mean of 3.60 revealed that the level of organizational communication of public elementary school teachers in terms of task-oriented communication was 'very high'. This implies that the directives that came from the principal are clear and consistent that will lead to perform their task efficiently and effectively and most of the meetings they attended were useful for obtaining the information needed to do their job.
This affirms the study of Diberardinis et al. (2018) as the results showed that the amount of task-oriented interaction was significant in determining goal accomplishment. Thus, Taiwo (2018) found that task-oriented communication is an exchange focusing on effectively neutral instrumental activities that are related to task accomplishment. Moreso, Franklin, and Marshall (2019) Communication satisfaction seems to be more related to task-oriented communication because task-oriented communication is immediately rewarded by task performance. Also, since people are more task-oriented in remote communication than in face-to-face communication, it is expected that compared to relationship-building communication, taskoriented communication shows a larger influence on communication.  Table 2 presents the level of organizational communication of public elementary school teachers in terms of informative communication. As seen in the table, indicator 3 "I get most of my information about school news and events via memos/emails/chats." and indicator 6 "Most of the group meetings I attended are informative and worthwhile" both ranked 1.5, verbally interpreted as "very high"; and indicator 4 "The lines of communication are "open" all the way to the principal" was ranked 3 with a weighted mean of 3.63, verbally interpreted as "very high".
On the other hand, indicator 5 "My superior provides a sufficient amount of useful information that I understand" was ranked 4 with a weighted mean of 3.62 and verbally interpreted as "very high"; Indicator 1 "Most of the information passed down from management is detailed and accurate" and Indicator 2 "I feel comfortable passing along information that I receive from our principal to my co-teachers" both ranked 5.5 with a weighted mean of 3.58 and verbally interpreted as "very high"; and lastly, indicator 7" I was frequently offered to attend seminars and workshops to gain new knowledge and learning opportunities" was ranked 7 and verbally interpreted as "very high".
To sum up, the average weighted mean of 3.59 revealed that the level of organizational communication of public elementary school teachers in terms of informative communication was 'very high'. This implies that they got most of the information about school news and events via memos/emails/chats and most of the group meetings they attended were informative and worthwhile.
The result of the study affirms that informative information assets are critical as means to perform organizational activities such as operations, which are dependent on IS activities and have an impact on the performance of the organization (Jhunjhunwala, 2019). The importance of informative information in an organization is also stressed by Evans and Price (Yılmaz, 2020) who believe that information is managed by everyone in the organization and that it has an important role to play in the success of the organization. They hold that information should be managed through reporting, writing, reviewing, researching, and during meetings.  The result implies that understanding the impact of these aspects of organizational communication is necessary for an educational leader to be effective in leading his subordinates and in building teachers' morale, satisfaction, and engagement.
To a certain extent, the study results confirm the assertion of Wieczorek and Manard, (2018) which revealed that excellence in education stems from high-quality stakeholder relationships, and task-oriented or informative communication is the key to building these relationships. Effective communication creates positive school cultures wherein staff can adapt and embrace change. Increased skill in all components of effective communication decreases the fear associated with challenging conversations. Education is undergoing constant change, and good communication creates the supportive school climate needed to implement change. (Salamondra, 2021 Table 4 presents the level of work motivation of public elementary school teachers in terms of intrinsic motivation. As seen in the table, indicator 1 "I have responsibilities related to work" obtained a weighted mean of 3.71 and was ranked 1, verbally interpreted as "very high", indicator 4 "I believe that the work I've done is respectable work" was ranked 2 with a weighted mean of 3.66, verbally interpreted as "very high", and indicator 9 "I do complete tasks from start to finish" got a weighted mean of 3.62 was ranked 3, verbally interpreted as "very high".
On the other hand, indicator 2 "My colleagues appreciate me for what I did for my work" was ranked 7 with a weighted mean of 3.51 and verbally interpreted as "very high"; indicator 7 "I set high standards for my work for myself and others" was ranked 8 with a weighted mean of 3.47 and verbally interpreted as "very high"; and lastly, indicator 6 "I have the right to decide on a subject related to my work" obtained the weighted mean of 3.46 was ranked 9 with a verbal interpretation of "very high".
To sum up, the average weighted mean of 3.56 revealed that the level of work motivation of public elementary school teachers along with intrinsic motivation was 'very high'. This implies that they have responsibilities related to work and believe that the work they have done is respectable work.
The findings are consistent with the study of Kapur (2019) emphasized the positive impact of intrinsic motivation and teacher professional development resource categories. These are, achievement and related outcomes, beliefs, classroom characteristics, collaboration, curriculum, emotions, empowerment, grade level, identity, features of educational institutions, international comparisons, motivation, perceptions, policies, program comparisons, quality of education, reform and innovation, research, leadership, student behavior, student characteristics, subject domains, teacher characteristics, technology, testing and standards, and theories. Moreover, Arofiq (2020) research concluded that intrinsic motivation has a significant impact on job achievement. The success of teachers' work is closely tied to their level of motivation; highly motivated teachers produce good work. It is clear from this that teachers who are intrinsically driven can set specific goals and then work to improve student performance.  Table 4 presents the level of work motivation of public elementary school teachers in terms of intrinsic motivation. As seen in the table, indicator 1 "I have responsibilities related to work" obtained a weighted mean of 3.71 was ranked 1,verbally interpreted as "very high", indicator 4 "I believe that the work I've done is respectable work" was ranked 2 with a weighted mean of 3.66, verbally interpreted as "very high", and indicator 9 "I do complete tasks from start to finish" got a weighted mean of 3.62 was ranked 3, verbally interpreted as "very high".
On the other hand, indicator 2 "My colleagues appreciate me for what I did for my work" was ranked 7 with a weighted mean of 3.51 and verbally interpreted as "very high"; indicator 7 "I set high standards for my work for myself and others" was ranked 8 with weighted mean of 3.47 and verbally interpreted as "very high"; and lastly, indicator 6 "I have the right to decide on a subject related to my work" obtained the weighted mean of 3.46 was ranked 9 with a verbal interpretation of "very high".
To sum up, the average weighted mean of 3.56 revealed that the level of work motivation of public elementary school teachers along intrinsic motivation was 'very high'. This implies that they have responsibilities related to work and believe that the work they have done is respectable work.
The findings are consistent with the study of Kapur (2019) emphasized the positive impact of intrinsic motivation and teacher professional development resource categories. These are, achievement and related outcomes, beliefs, classroom characteristics, collaboration, curriculum, emotions, empowerment, grade level, identity, features of educational institutions, international comparisons, motivation, perceptions, policies, program comparisons, quality of education, reform and innovation, research, leadership, student behavior, student characteristics, subject domains, teacher characteristics, technology, testing and standards, and theories. Moreover, Arofiq (2020) research concluded that intrinsic motivation has a significant impact on job achievement. The success of teachers' work is closely tied to their level of motivation; highly motivated teachers produce good work. It is clear from this that teachers who are intrinsically driven can set specific goals and then work to improve student performance.  Table 5 presents the level of work motivation of public elementary school teachers in terms of extrinsic motivation. As seen in the table, indicator 1 "The physical conditions of the school are suitable for the environment of work" with a weighted mean of 3.48 was ranked 1, verbally interpreted as "very high", indicator 4 "My superiors help me to solve disagreements with my colleagues" was ranked 2 with a weighted mean of 3.38, verbally interpreted as "very high", and indicators 3 and 5, "There is an opportunity to get promoted in my work", "My superior recognizes my high performance" were both ranked 3 with weighted mean of 3.5 respectively, verbally interpreted as "very high".
However, the public elementary school teachers' level of work extrinsic motivation, verbally interpreted as 'high' along indicator 2 "School equipment and supplies are sufficient" was ranked 7 and obtained the weighted mean of 3.13; indicator 6 "I am awarded due to my high performance" was ranked 8 with a weighted mean of 3.12; and indicator 8 "I think that my salary is enough that get from my work" was ranked 9 with a weighted mean of 3.28.
To sum up, the average weighted mean of 3.25 revealed that the level of work motivation of public elementary school teachers in terms of extrinsic was 'very high'. This implies that the physical conditions of the school are suitable for the environment of work and their superiors helped them to solve disagreements with their colleagues.
To a certain extent, the study results confirm the assertion of Ceylan and Özbal (2020) that extrinsic factors are the perks that the school offers to the outside world. Extrinsic motivation is a forced that typically draws a person in the direction of a goal. It comes from the workplace that is not internal to the individual. It might be concrete, like a competitive salary, benefits, policies that are beneficial to employees, and a welcoming environment, or it can be intangible, like compliments, encouragement, acknowledgment, and supportive comments. Moreover, Kumari and Kumar (2023) extrinsically driven teachers are more likely to seek out other perks such as time off, income, and other extrinsic rewards associated with their profession.  indicates that the level of work motivation of public elementary school teachers was 'very high'. Specifically, their level of work motivation was verbally interpreted as "very high" along intrinsic motivation and extrinsic motivation with weighted means of 3.56 and 3.25, respectively.
The study results imply that teachers' work motivation is an important factor of a quality of education process, a significant factor of the psychological wellbeing of teachers, the element affecting teachers' work satisfaction, and a substantial safety factor since motivated employees are more likely to be committed to the educational establishment and less likely to leave the organization or to demonstrate disloyal behavior.
The study results are reinforced by the study of Dickhauser et al. (2021) illustrating that individual perceptions of school goal structures are related to teachers' motivation, commitment and motivation were well studied in the domain of work, given that the importance of having committed and motivated employees to enhance organizational performance. Moreso, according to Herzberg's theory of motivation applied to the workplace, there are two types of motivating factors: 1) satisfiers (motivators), which are the main drivers of job satisfaction and include achievements, recognition, responsibility, and work advancement, and 2) dissatisfiers (hygiene factors), which are the main causes of job dissatisfaction and include factors such as working conditions, salaries, relationships with colleagues, administrative policies, and supervision. Hence, motivation has significant influence on the level of individual commitment at work (Irfan and Marzuki, 2018).  Table 7 presents the level of pedagogical competence of public elementary school teachers in terms of knowledge. As seen in the table, indicator 6 "Pay attention to students and respond to them" was ranked 1 with a weighted mean of 3.67 and verbally interpreted as "very high"; indicators 2 "Plan the learning process related to each other by focusing on the learning process." and indicator 5 "Support students to learn based on their learning styles" obtained a weighted mean of 3.65 were ranked 2.5 and verbally interpreted as "very high".
On the other hand, indicator 3 "Arrange the learning plans related to the syllabus" was ranked 4 with a weighted mean of 3.57 and verbally interpreted as "very high"; indicator 1 "Manage the class situation to give the same learning chances in all students" was ranked 5 with a weighted mean of 3.64, verbally interpreted as "very high", and indicator 4 "Conduct learning activities related to curricula and connect it with daily life" was ranked 6 as it obtained a weighted mean of 3.57, verbally interpreted as "very high".
To sum up, the average weighted mean of 3.63 revealed that the level of pedagogical competence of public elementary school teachers in terms of knowledge was 'very high'. This implies that public elementary school teachers pay attention to students and respond to them and support students learning based on their learning styles.
The study results confirm the assertions of Fakhrutdinova, Ziganshina et al. (2020) that the components of the teacher pedagogical competence makes it possible to assert that it assumes the knowledge of the taught subject; creative organization of training on the basis of increasing intensity, individualization, and independent creative work, development of student's creative potential. The study stated that a teacher should be able to: apply in the educational process the knowledge of historical basis, modern developments, modernization trends in the scientific field, and its integration with other sciences; present the teaching material in direct connection with the disciplines in the curriculum; use the knowledge of culture and art as a means of students' education. It can be assumed that teachers' knowledge of good tasks and teaching strategies is more related to cognitive activation, and their knowledge of students' typical misconceptions helps them to individually support students by addressing these misconceptions (Fautha, Decristan et al., 2019) Table 8 presents the level of pedagogical competence of public elementary school teachers in terms of skills. As seen in the table, indicator 5 "Use PowerPoint presentation with moving clip art or animation for them to feel and catch the attention of the pupils" was ranked 1 with a weighted mean of 3.64 and verbally interpreted as "very high"; indicator 6 "Make printed materials in remediation for slow learners" obtained a weighted mean of 3.61 was ranked 2 and verbally interpreted as "very high"; and indicator 3 "Facilitate the learners in organizing, classifying, questioning, or evaluating the work of their classmates" got a weighted mean of 3.58 was ranked 3 and verbally interpreted as "very high".
On the other hand, indicator 2 "Ensure that a more comprehensive approach to inquiry that includes wonder and reflection must be used in the classroom" and Indicator 4 "Bring together relevant information and perspectives to inform the thoughts, actions, or beliefs of learners'' both got a weighted of 3.55 and were ranked 4.5 and verbally interpreted as "very high"; and lastly, indicator 6 "Brainstorm and seek out opportunities for learners to improve their ideas and the way they react to situations" was ranked 6 with a weighted mean of 3.52, verbally interpreted as "very high".
To sum up, the average weighted mean of 3.57 revealed that the level of pedagogical competence of public elementary school teachers in terms of skills was very high. This implies the more comprehensive approach to inquiry that includes wonder and reflection must be used in the classroom and brainstorm and seek out opportunities for learners to improve their ideas and the way they react to situations.
These findings support the study conducted by Bachmann (2018) stating that teachers must be very good at what they do for teaching and learning to go well. To ascertain what these competencies are, they must be investigated within the context of teaching practices. Their abilities must be related to their academic and instructional experience, professional growth, student engagement, and assessment (Rodrigues, Fernandez-Macias & Sostero, 2021).

3.57
Very High (Strongly Agree) 5 5. offers practical information or skills for me to implement.

3.55
Very High (Strongly Agree) 6 6. I have enhanced my capability to become a more effective and efficient teacher.

3.63
Very High (Strongly Agree)

1.5
Average 3.60 Very High (Strongly Agree) Table 9 presents the level of pedagogical competence of public elementary school teachers in terms of professional development. As seen in the table, indicators 3 and 6, "I have attended seminars that help my students in the classroom" and "I have enhanced my capability to become a more effective and efficient teacher" obtained a weighted mean of 3.63 and ranked 1.5 respectively, and were verbally interpreted as "very high", indicator 2 "content is relevant to my current job functions" was ranked 3 with a weighted mean of 3.62 and was verbally interpreted as "very high".
On the other hand, indicator 1 "I have attended seminars and it helped me do my job better" with a weighted mean of 3.58 was ranked 4,verbally interpreted as "very high", indicator 4 "have helped me prepare for advancement" obtained the weighted mean of 3.57 was ranked 5, verbally interpreted as "very high", and indicator 5 "offers practical information or skills for me to implement" was ranked 6 with obtained weighted mean of 3.55, verbally interpreted as "very high".
To sum up, the average weighted mean of 3.60 revealed that the level of pedagogical competence of public elementary school teachers in terms of professional development was very high. This implies they have attended seminars that help their students in the classroom and enhanced their capability to become a more effective and efficient teacher.
The results of this study are confirmed by Chair et al. (2019) as they found out that teachers perceived professional development as beneficial in enhancing the level of pedagogical competence, classroom instructions and student achievement. This stemmed from the fact that they're able to implement new practices and introduce new ideas and strategies to learners after undergoing to PD. They were also enlightened on technology integration, diverse student learning styles, and ways on expanding and developing their skills and knowledge to meet students' needs. Further, Sever and Yilmaz (2021) showed that Turkish teachers were keen to participate on professional development activities facilitated by the Ministry of National Education (MONE). In fact, 94.7% of teachers drew attention to the local planning of these programs to directly address issues and gaps that arise to them. They also perceive professional development essential in promoting and dissemination education policies.  Table 10 shows the summary table for the level of pedagogical competence of public elementary school teachers. As presented in the table, the overall weighted mean of 3.60 indicates that the level of pedagogical competence of the public elementary school teachers was 'very high.' Specifically, their level of pedagogical competence along knowledge, skills and professional development was very high with weighted means of 3.63, 3.57 and 3.60, respectively.
The study result implies that the pedagogical competence of public elementary school teachers is viewed as a significant ingredient for a commendable delivery of quality instruction to the 21st-century learners, a benchmark from the global standards for quality education. It is a noteworthy orientation of teachers of owning accountability for personal growth and professional development.
The result supports the study of Looney (Hartini & Bakhti, 2018) which explained that qualified teachers need to have several abilities, including having broad knowledge, developing good relationships, classroom management, ability to assess, verbal skills, teaching and collaborative skills at work. The study found that qualified/competent teachers are categorized into four: having good personalities, good teaching skills, extensive knowledge, and teaching attitudes and behaviors. Thus, the results of the study also strengthened by Herbatianism Theory  Kapur (2020). His works are founded on pedagogical ideas. The instructors are aware of the necessity to adequately prepare themselves before putting the teaching-learning techniques, teaching-learning materials, and instructional strategies into practice. qualified teachers certainly need to have all of these aspects fulfilled. Consequently, in the study of König, Blömeke et al. (2020) stress the importance of the knowledge, skills, and professional development of teachers, highlighting that in addition to assimilating academic knowledge, teachers also need to incorporate knowledge and skills derived from experiential and practical experiences in the classroom. p=0.000 **Significant @ 0.01 Table 11 presents the relationship between the level of organizational communication and level of work motivation of the respondents. As seen, there was a significant relationship between task-oriented communication and intrinsic motivation (r=0.672; p=.000<.01); and between task-oriented communication and extrinsic motivation (r=0.620; p=.000<.01). This means that the higher is the level of teachers' organizational communication along task-oriented communication, the higher the level of work motivation in terms of intrinsic and extrinsic motivation.
Further, there was a significant relationship between informative communication and intrinsic motivation (r=0.655; p=.000<.01); and between task-oriented communication and extrinsic motivation (r=0.670; p=.000<.01). This means that the higher is the level of teachers' organizational communication along informative communication, the higher the level of work motivation in terms of intrinsic and extrinsic motivation. The results of the present study affirms that of Akhdemir (2019), which indicates that there is a positive, high level and significant relationship between teachers' organizational and their job motivation. Additionally, teachers' perceptions regarding organizational communication play a significant role as a predictor of teachers' perceptions regarding job motivation. Moreover, In the study of Amin (2022) found that the role of organizational communication in increasing the motivation of teachers has a significant influence.
r=0.656** Moderate correlation p=0.000 r=0.604** Moderate correlation p=0.000 **Significant @ 0.01 Table 12 presents the relationship between level of organizational communication and level of pedagogical competence of the respondents. As seen, there was a significant relationship between level of organizational communication along task-oriented communication and level of pedagogical competence along knowledge (r=0.634; p=.000<.01), skills (r=0.660; p=.000<.01), and professional development (r=0.617; p=.000<.01). This means that the higher the level of organizational communication along task-oriented communication, the higher the level of pedagogical competence along knowledge, skills and professional development of public elementary teachers.
Further, there was a significant relationship between level of organizational communication along informative communication and level of pedagogical competence along knowledge (r=0.654; p=.000<.01), skills (r=0.656; p=.000<.01), and professional development (r=0.604; p=.000<.01). This means that the higher the level of organizational communication along informative, the higher the level of pedagogical competence along knowledge, skills and professional development of public elementary teachers.
The result supports the study of Asrar et al. (2018) which states that teachers' consistent and effective communication determines the pedagogical competence of teachers. Effective communication of teachers is vital for students' understanding, learning and making them result-oriented; it also builds a structure of thought which shapes the thinking of the students. Effective communication is a necessary ingredient of teacher effectiveness (Okoli, 2019).  Table 13 presents the relationship between level of work motivation and level of pedagogical competence of the respondents. As shown, there was a significant relationship between level of work intrinsic motivation and level of pedagogical competence along knowledge (r= r=0.681; p=.000<.01), skills (r=0.724; p=.000<.01), and professional development (r=0.653; p=.000<.01). This means that the higher the level of work intrinsic motivation, the higher the level of pedagogical competence along knowledge, skills and professional development of public elementary teachers.
Further, there was a significant relationship between level of work extrinsic motivation and level of pedagogical competence along knowledge (r=0.527; p=.000<.01), skills (r=0.608; p=.000<.01), and professional development (r=0.604; p=.000<.01). This means that the higher the level of work extrinsic motivation, the higher the level of pedagogical competence along knowledge, skills and professional development of public elementary teachers.
The results support the study of Simorangkir et al. (2019), which observed that the increase in teacher performance is influenced by work motivation which is directed at achieving its goals at work. Work motivation becomes a motivation for someone to carry out an activity in order to get the best results (Wahyuningtyas et al., 2020). Therefore, it is not surprising that teachers who have high work motivation will show good performance. As shown in Table 13, there was a multiple correlation between the respondents 'level of organizational communication, level of work motivation, and level of pedagogical competence of public elementary school teachers. A value of 0.000 indicates a high level of prediction of the dependent variable (pedagogical competence). The obtained R square of 0.630 The school principals should motivate teachers through a fair promotion system, provision of adequate resources, an excellent working environment, incentives, pleasure at work, good organizational guidelines, and performance appraisal to sustain or even uplift the teachers' motivation.
The public elementary schools teachers could sustain their pedagogical competence by continuing professional development through training, especially along the aspects of executing techniques and strategies to help them take into account individual student differences and develop their teaching of facts, concepts and principles; and also, along the aspect of evaluating to further improve their ability to prepare tasks or activities.
The school principal should have a shared commitment among the public elementary school teachers by having a consistent monthly monitoring and evaluation scheme to identify and consequently assist those faculties who are having difficulties in their professional aspects, to sustain the teachers' motivation to continue the good performance they are exerting.
School administrators should provide teachers with great opportunities for professional development in teaching pedagogy and team building which makes communication with teachers become more open and stronger so they will be more productive, efficient, and effective teachers.
School leaders should recognize the efforts of persevering teachers by personal congratulatory by giving them certificates of appreciation and recognition for their hard work during faculty meetings and school programs to keep them motivated to do their best techniques and strategies as a teacher which students will directly benefit from it.
Future researchers may duplicate the investigation considering other variables such as work-life balance, leadership skills, and teacher efficacy.